Problem. In higher education, the assessment of the use of technologies shows discreet results in teaching. In a highly technologised society, this contrasts with teachers’ digital practices: in their personal lives, they regulate their behaviour in accordance with the principles of technology. Objective. This research aims to compare teachers’ digital practices outside and within the classroom, based on a technology adoption model that classifies the uses made of ICT and the level of ownership that such uses entail. Methodology. To analyse this effect, a non-experimental descriptive methodology was used and a survey was carried out to establish to what extent technological adoption in everyday life corresponds to teaching activity. Results. In private life, the uses of technology by teachers allow the extension of tasks that are carried out to horizons that cannot traditionally be achieved without the use of the technology. This is not the case in teaching, where the use of digital tools contributes to traditional practices. In terms of teacher training, teachers perceive the need to steer it towards expanding digital experience, although in their professional practice they still have a clearer focus on reproducing digital experience. Conclusions. The results show that technological adoption in private life is mostly geared to a level of enlargement, while teaching focuses more on replacing traditional tasks with others that, while incorporating digital technologies, do not bring innovation in practice.